Формируя критическое мышление: роль эпистемических убеждений и стилей обучения студентов российских вузов
Аннотация
Проведено исследование с целью оценить роль эпистемических убеждений в формировании критического мышления у студентов высших учебных заведений. Проверяется гипотеза, согласно которой эпистемические убеждения опосредуют эффект школьных практик преподавания, свойственных активному подходу к обучению, в развитии критического мышления.
Проверка взаимосвязей критического мышления с отдельными школьными практиками осуществлялась с помощью корреляционного анализа Спирмена. На втором этапе исследования построены факторные модели для формирования общих баллов шкал эпистемических убеждений и активных школьных практик, а также произведен корреляционный анализ в рамках моделирования структурными уравнениями.
Установлено, что активные педагогические практики могут не только напрямую развивать критическое мышление через обучение аргументации и анализу идей, но и создавать у студентов представление о возможности саморазвития. Именно поэтому в обучении важно не только совершенствовать когнитивные навыки, но и формировать у учащихся эпистемические убеждения, порождающие установку на целенаправленный поиск знаний, критическое отношение к получаемой информации, непрерывное обновление собственной картины мира. Дальнейшие исследования в данной сфере могут быть направлены на изучение практик формирования эпистемических убеждений.
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